Tuesday, 19 February 2019
Research team: China PDF Print E-mail

Name: FREDERICK K.S. LEUNG
LPS Team Leader in Hong Kong



Position: Dean, Faculty of Education, The University of Hong Kong

Contact details:
Room G03A, Hui Oi Chow Science Building,
Faculty of Education, The University of Hong Kong,
Pokfulam Road
Hong Kong

Phone: +852 2859 2355
Fax: +852 2517 0075
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Home-page: http://www.hku.hk/curric/fleung

Recent and current professional activities:
Frederick Leung is the Dean of the Faculty of Education at the University of Hong Kong. His major research interests are in the comparison of mathematics education in different countries, and in the influence of different cultures on mathematics teaching and learning. He is the principal investigator of a number of major research projects in mathematics education, including the Hong Kong component of the TIMSS studies. He has served as a consultant for a number of educational projects for UNESCO and the World Bank, and he sits on major policy advisory committees in education of the Hong Kong SAR Government, and is author of a series of local secondary mathematics textbooks which is most widely used in the territory. He also serves as an honorary professor of Beijing Normal University, China.

Selected publications:
"Competent Students, Competent Teachers?", International Journal of Educational Research (with Park, K.), in press. (refereed)

"A Comparison of the Mathematics Textbooks in China, Hong Kong, Japan, Korea, United Kingdom, and the United States", 13th ICMI Study. (with Park, K.), in press. (refereed)

"Behind the High Achievement of East Asian Students", Journal of Educational Research and Evaluation, vol. 8, no. 1,pp. 89-109, 2002. (refereed)

"In Search of an East Asian Identity in Mathematics Education", Educational Studies in Mathematics, 47(2001), pp. 35-51. (refereed)

"Teachers' Attitudes towards Mathematics Teaching in Beijing, Hong Kong and London"
, Shuxue Tongbao, no.8, pp. 2-4, August 2001. [in Chinese]

"Holistic Reform of the Mathematics Curriculum -the Hong Kong Experience", Research in Mathematical Education, vol. 3, no. 2 (issue 6), November 1999. (with Lam, C.C., Mok, I.A.C., Wong, K.M. and Wong, N.Y.) (refereed)

"The Traditional Chinese Views of Mathematics and Education: Implications for Mathematics Education in the New Millennium" in Hoyles, Morgan and Woodhouse (eds.) Rethinking the Mathematics Curriculum. Falmer Press Ltd, London, 1999. (refereed)

Comparative Study on the Mathematics Curricula of Major Asian and Western Countries. (with Lam, C.C., Mok, I.A.C., Wong, K.M. and Wong, N.Y.), Hong Kong, 1999.

Mathematics Education and Cognitive Science ( with Zheng, Y.X.), Shanghai: People's Education Press, 1998. [in Chinese] "The Implications of Confucianism for Education Today", Journal of Thought, summer 1998.


Name: IDA Ah Chee MOK
LPS Data Co-ordinator for Hong Kong

idamok2
Position: Associate Professor, Faculty of Education

Contact details:
Faculty of Education
The University of Hong Kong
Pokfulam Road, Hong Kong SAR
Room 405, Runme Shaw Building,
China

Phone: +852 2859 2536
Fax: +852-2540 6360
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Home-page: http://web.edu.hku.hk/academic_staff.php?staffId=iacmok

Recent and current professional activities:

Dr. Ida Ah Chee MOK is Associate Professor in Faculty of Education at the University of Hong Kong. Since 1990, she has worked in teacher education, specialized in mathematics education. Her research interest includes: mathematics education, learning of algebra, language and communication in mathematics classroom, classroom research, teaching and learning, teacher professional development, quantitative literacy, comparative studies in mathematics education.

Selected publications:

Mok, I.A.C. (2012). Five Strategies for Coherence: Lessons from a Shanghai Teacher. In Y. Li, & R. Huang (Eds.) How Chinese teach mathematics. Chapter 8, pp. 120-133. New York and London: Routledge Taylor and Francis Group.

Mok, I.A.C. (2010). Comparison of learning task lesson events between Australian and Shanghai lessons. In Y. Shimizu, B. Kaur, R. Huang & D. J. Clarke (Eds.), Mathematical tasks in classrooms around the world. 119–145. Rotterdam: Sense Publishers B.V.

Mok, I.A.C. (2009). In search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomials. Zentralblatt fuer Didaktik der Mathematik (ZDM Mathematics Education). 41, 319-332. DOI 10.1007/s11858-009-0166-8. pp. 1-7. ISSN 1592-4424. Available at http://math.unipa.it/~grim/quaderno19_suppl_4.htm

Clarke, D., Mesiti, C., O’Keefe, C., Xu, L. H., Jablonka, E., Mok, I.A.C., & Shimizu, Y. (2007). Addressing the challenge of legitimate international comparisons of classroom practice. International Journal of Educational Research 46, 280–293.

Mok, I.A.C. (2006). Teacher-dominating lessons in Shanghai – An insiders’ story. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mathematics Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense Publishers B.V.

Mok, I.A.C. (2006). Shedding Light on the East Asian Learner Paradox: Reconstructing Student-centredness in a Shanghai Classroom. Asia Pacific Journal of Education, 26(2), 131-142.

Mok, I.A.C. & Kaur, B. (2006). Learning Tasks. In Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers B.V.

Mok, I.A.C. & Lopez-Real, F. (2006). A tale of two cities: A comparison of six teachers in Hong Kong and Shanghai. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mathematics Classrooms in

Clarke, D., Emanuelsson, J., Jablonka, E. and Mok, I.A.C. (2006). Chapter 1: The Learner’s Perspective Study and International Comparisons of Classroom Practice. In Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Making Connections: Comparing Mathematics Classrooms Around the World.. Rotterdam: Sense Publishers B.V.

Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (Eds.) (2006). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers B.V.

Huang, R., Mok, I.A.C. & Leung, F.K.S. (2006) Repetition or Variation - “Practice” in the mathematics classrooms in China. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mathematics Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense Publishers B.V.

Lopez-Real, F.J. & Mok, I.A.C. (2002). Is there a Chinese Pedagogy of Mathematics Teaching. Perspectives in Education, 18(2), pp. 125-128.

Conferences:

Mok, I.A.C. (2012). What Hong Kong students saw as important in their mathematics lessons: A case study. The 36th Conference of the International Group for the Psychology of Mathematics Education, Taipei, 18-22 July, 2012.

Mok, I.A.C. (2012). Research on Mathematics Classroom Practice: An International Perspective. Invited Regular Lecture. the 12th International Congress on Mathematical Education (ICME-12), Seoul, 8-15 July 2012.

Yau, K-W., & Mok, I.A.C. (2012). Students’ class work: an example in Hong Kong grade 8 mathematics classroom. The 12th International Congress on Mathematical Education (ICME12), Topic Study Group 21 (TSG21) – Research on Classroom Practice, 8 July – 15 July, 2012, COEX, Seoul, Korea

Mok, I.A.C. (2011). Seeking coherence in mathematics teaching: An example in Hong Kong lessons. . In Symposium: Investigating Coherence in the Practices of Mathematics Classrooms Internationally, in European Association for Research on Learning and Instruction (EARLI) 14th Biennial Conference, Exeter, UK, 30 August – 3 September, 2011.

Mok, I.A.C. (2010). Invited Lecture: The Learner’s Perspective Study: A Hong Kong Story. International Workshop of Enhancing Mathematical Teaching for Creativity. Taipei Municipal University of Education, Taiwan. 23 October.

Mok, I.A.C. (2010). Researching mathematics learning task events: A project for mathematics student teachers in Hong Kong. 5th East Asia Regional Conference on Mathematics Education (EARCOME5). Tokyo, 18-22 August 2010.

Mok, I.A.C. (2009). Glimpses of Hong Kong Mathematics Lessons: When the students appreciate their teacher. The 3rd Redesigning Pedagogy International Conference, June, Singapore.

Mok, I.A.C. (2008). A glimpse of a mathematical enculturator in Chinese mathematics classrooms: An example from a shanghai lesson. Paper presentation in Topic Study Group 24, Research on Classroom Practice. In The 11th International Congress on Mathematics Education ICME-11, 6-13 July, Monterrey, Mexico.

Mok, I.A.C. (2007).Teacher and Student Perspectives on Mathematics Lessons: A Shanghai Case Study. In Symposium: International Perspectives on Mathematics Teaching and Lesson Structure, in European Association for Research on Learning and Instruction (EARLI) 12th Biennial Conference,Budapest, Hungary, August 28 to September 1.

Mok, I.A.C. (2005). “Teacher-Dominating” Lessons in Shanghai: A Triangulation from Three Perspectives. In Symposium: Multiple Perspectives on Classrooms around the World: The Learner's Perspective Study, in European Association for Research on Learning and Instruction (EARLI) 11th Biennial Conference, Cyprus, 23-27 August, 2005.

Mok, I.A.C. (2005). An Insiders’s story of a teacher’s lessons in Shanghai. In the Symposium: Multiple Approaches to Studying Mathematics Classrooms in Australia, Singapore, Hong Kong and Japan. The International Conference on “Redesigning Pedagogy: Research, Policy and Practice”, National Institute of Education, Nanyang Technological University for May 30 - June 1.

Huang, R. & Mok, I.A.C. (2005). Repetition or Variation - “Practice” in the mathematics classrooms in Hong Kong and Shanghai. In Topic Study Group 4: Secondary Teaching and Learning, The third East Asia Regional Conference on Mathematics Education EARCOME3, Shanghai, Nanjing and Hangzhou, August 7 – 12, 2005.

Mok, I.A.C. (2004). Learning Tasks in Six Cultures. In the Symposium: Exploring Issues in International Comparisons of Classroom Practice, at the Annual Meeting of the Australian Association for Research in Education, University of Melbourne, Nov. 28 to Dec. 2.

Mok, I.A.C. (2004). Learning Tasks. In the Symposium. “Lesson Events as the Basis for International Comparisons of Classroom Practice”. The Annual Meeting of the American Educational Research Association, San Diego, April 12-16.

Mok, I.A.C. (2003). “The development of open-ended problems and its teaching in Hong Kong”. Invited Plenary. The Second International Conference for Open-ended Questions and Pedagogy, Shanghai, 27-29 November.

Mok, I.A.C. (2003). A “Teacher-Dominating” Lesson in Shanghai: The teacher’s and the learner’s perspectives. The Learner’s Perspective Study Project Conference, University of Melbourne, 1-3 December.

Mok, I.A.C. (2003). The story of a teacher-dominating lesson in Shanghai. In the symposium “Social Interaction and Learning in Mathematics Classrooms in Australia, Germany, Hong Kong, Japan, Sweden, and the United States” in the 10th Biennial Conference of European Association for Research on Learning and Instruction (EARLI). Padova, Italy - August 26 – 30.

Mok, I.A.C. (2003). Characteristics of learning tasks in Shanghai classrooms from the perspective of variation. The symposium “The learner’s perspective on the practices of well-taught mathematics classes in ten cultures: contrasting classrooms in the Pacific region ” in the Annual Conference of the International Congress for School Effectiveness & Improvement, Sydney, Autstralia, 5-8 January.

*Mok, I.A.C., Leung, F.K.S., Lopez-Real, F.J. & Marton, F. (2002). Dimensions of variation in mathematics classrooms: Examples from Hong Kong and Shanghai. Paper presented as part of the symposium 'International Perspectives on Mathematics Classrooms' at the Annual Conference of the American Educational Research Association, New Orleans, April 2-5, 2002.

*Lopez-Real, F.J. & Mok, I.A.C. (2001) Is there a Chinese Pedagogy of Mathematics Teaching. In CERCular, the Newsletter of the Comparative Education Research Centre, HKU.

Mok, I.A.C., Chik, P.M.; Ko, P.Y.; Kwan, T.; Lo, M.L.; Marton, F.; Ng, F.P.; Pang, M.F.; Runesson, U.; Sze-To, L.H. (2001). Solving the Paradox of the Chinese Teacher. In Watkins and Biggs (Eds.) Teaching the Chinese Learner. Hong Kong: Comparative Education Research Centre, The University of Hong Kong. pp. 161-180.

Mok, I.A.C. & Morris, P. (2001). The Metamorphosis of the 'Virtuoso': Pedagogic patterns in Hong Kong primary mathematics classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 17(4), 455-468. (Publication no. 61313)

Mok, I.A.C. (2000). "The Anatomy of an 'Open' Mathematics Lesson", In Nakahar T. & Koyma, M. (Eds.), Proceedings of¡@ 24th Conference of the International Group for the Psychology of Mathematics Education, 23-27 July, Hiroshima, Japan., volume 4, 4-9.

Mok, I.A.C. & Johnson, DC (2000). Reasoning algebraically with IT: A cognitve perspective¡¨. Mathematics Education Research Journal, 12(3), 286-302. (Publication no.: 61315)

Mok, I.A.C. & KO, P.Y. (2000). Beyond Labels - Teacher-centred and Student Activities. In Adamson, B., Kwan, T., & Chan, K.K (Eds.) Changing the Curriculum: The Impact of Reform on Primary Schooling in Hong Kong, pp175-194. Hong Kong: Hong Kong University Press.

Mok. I.A.C., Johnson, DC, Cheung, J.Y.H., and Lee, A.M.S. (2000). Introducing Technology in algebra in Hong Kong: Addressing Issues in Learning, International Journal of Mathematics Education in Science and Technology, 31(4), 553-567.

Mok, I.A.C. (1997). Algebraic thinking of secondary-one students in Hong Kong: A case study. Curriculum Forum, 7(1), 32-48.

 


Name: FRANCIS LOPEZ-REAL



Position: Associate Professor, Faculty of Education

Contact details:
Faculty of Education
The University of Hong Kong
Pokfulam Road, Hong Kong SAR
China

Phone: +852 2859 1957
Fax: +852 2858 5649
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Home-page:http://www.hku.hk/curric/lopez-real

Recent and current professional activities:
Francis Lopez-Real has taught at the University of Hong Kong since 1994. He previously taught in schools and universities in the U.K., Kenya and Brunei Darussalam and was a Curriculum Advisor in Cyprus and Cameroon. His main research interests have been in students’ problem solving strategies, the use of dynamic geometry software and comparisons of teaching mathematics in different cultures.

Selected publications:

Lopez-Real, F. & Lee, A.M.S. (2005) Problem Solving and ICT: Experiences from an initial teacher education programme . In Olivero, F. & Sutherland, R. (eds.) Visions of Mathematics Education: Embedding Technology in Learning. (Proceedings of the 7th International Conference on Technology in Mathematics Teaching). Bristol University

Lopez-Real, F. (2004) Using the history of mathematics as a starting point for investigations: some examples on approximations. Teaching Mathematics and its Applications. 23(3)

*Lopez-Real, F., Mok, I.A.C., Leung, F.K.S. & Marton, F. (2004) Identifying a Pattern of Teaching: An analysis of a Shanghai teacher's lessons. In Fan, L-H., Wong, N-Y, Cai, J-F. & Li, S. (eds.) How Chinese Learn Mathematics: Perspectives from Insiders. Singapore: World Scientific

Leung, A. & Lopez-Real, F. (2003) Properties of tangential and cyclic polygons: an application of circulant matrices. International Journal of Mathematical Education in Science and Technology. 34(6), 859-870

Lopez-Real, F. (2003) Collaborative reflection through sharing significant incidents. In A. Peter-Koop, A. Begg, C. Breen & V. Santos-Wagner (Eds.) Collaboration in teacher education: Examples from the context of mathematics education (pp. 235-251). Dordrecht, NL: Kluwer Academic Publishers.

Ng, S.N., Lopez-Real, F. & Rao, N. (2003) Early Mathematics Teaching: The relationship between teachers' beliefs and classroom practices. In Proceedings of PME 27 (International Group for the Psychology of Mathematics Education)

Lopez-Real, F. (2003) An analysis of teachers' reflections on significant incidents. In Edge, D. & Har, Y.B. (Eds.) Mathematics education for a knowledge-based era. Proceedings of EARCOME/SEACME (Singapore)

Leung, A. & Lopez-Real, F. (2002) Theorem Justification and Acquisition in Dynamic Geometry: A Case of Proof by Contradiction. International Journal of Computers for Mathematical Learning 7: 145-165 Kluwer Academic Publishers

Lopez-Real, F. & Leung, A. (2001) Reflections on a TIMSS Geometry Lesson. For the learning of mathematics. 21(3)

* LPS related paper.


Name: RONGJIN HUANG
LPS Team leader for Macau

rongj2 

Position: Associate Professor, Faculty of Education, University of Macau.

Contact details:
Faculty of Education
University of Macau
Av. Padre Tomas Pereira, S.J. Taipa, Macao, China

Phone: (615) 494-7881
Fax: (615) 898-5422
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Recent and current professional activities:

Dr. Rongjin Huang is an associate professor of mathematics education. He received his Ph.D degree in mathematics education from The University of Hong Kong and Texas A & M University. He received his M.S. in mathematics education from East China Normal University and his B.S. in mathematics from Zhejiang Normal University. He has been a high school mathematics teacher and a university faculty in Chinese Mainland and Macau for many years before joining Middle Tennessee State University. He is one of Chinese team leaders of Learner’s Perspective Study. His research interests include mathematics classroom research, mathematics teacher education, and comparative mathematics education.


Selected publications:

Books (Served as Editor) 

Huang, R., & Li, Y. (2010). Research on mathematic classroom instruction. Shanghai: Shanghai Educational Press.

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. (Eds.) (2010). Mathematical tasks in classrooms around the world. Rotterdam, The Netherlands: Sense.

Book Chapters (Refereed)

Huang, R., Miller, D., & Tzur, R. (in press). Analyzing opportunities for students’ learning in Chinese mathematics classrooms through the Reflection on Activity-Effect Relationship lens. In Fan, L., Wong, N. Y., Cai, J., & Li, S (Eds.), How Chinese teach mathematics: Perspectives from insiders. Singapore: World Scientific.

Huang, R., & Barlow, A. T. (in press). Matches and discrepancies: Students perceptions and teacher intentions in Chinese mathematics classrooms. In B. Kaur, G., Anthony, M. Ohtani, & D. Clarke (Eds.), Students’ voice in mathematics classrooms around the world. Rotterdam, The Netherlands: Sense.

Huang, Y., & Li, Y. (in press). What helps make coherent mathematics teaching possible: An examination of teaching “systems of linear equations” in Shanghai? In D. Clarke, I. A. C. Mok, & G. Williams (Eds.), Coherence in the mathematics classroom: The teaching of a topic in mathematics classrooms around the world. Rotterdam: Sense.

Huang, R., & Li, Y. (in press). Promoting mathematical understanding: An exploratory study of teaching algebra in U.S. and Chinese classrooms. In F. K. S. Leung, K. Park, & D. Clarke (Eds.), The teaching and learning of algebra around the world. Rotterdam: Sense.

Huang, R., Mok, I. A. C., & Leung, F. K. S. (in press). Constructing algebraic concepts in Chinese classrooms: the teaching of a system of linear equations. In F. K.S. Leung, K. Park, & D. Clarke (Eds.), The teaching and learning of algebra around the world. Rotterdam: Sense.

Huang, R., & Li, Y. (2010). The development of research on mathematics classroom teaching. In R. Huang &Y. Li (Eds.), Research on mathematics classroom teaching (pp.23-48) Shanghai: Shanghai Educational Press.

Huang, R., & Cai, J. (2010). Implementing mathematics tasks in the U.S. and Chinese classroom. In Y. Shimizu, B. Kaur, R. Huang, & D. Clarke (Eds.), Mathematical tasks in classrooms around the world (pp.147-166). Rotterdam, The Netherlands: Sense.

Huang, R., Mok, I., & Leung, F. K.S. (2006). Repetition or Variation: “Practice” in the mathematics classrooms in China. In D. J. Clarke, C. Keitel, &Y. Shimizu (Eds.), Mathematics classrooms in twelve countries: The insider's perspective (pp.263-274). Rotterdam: Sense.

Refereed paper

Huang, R., & Cai, J. (2011). Pedagogical representations to teach linear relations in Chinese and U.S. classrooms: Parallel or hierarchical. The Journal of Mathematical Behavior, 30, 149–165.

Huang, R., & Li, Y. (2009). Learning from LPS video-taped mathematics classroom studies. Journal of Zhejiang Education Institute, 1, 45-52

Huang, R., & Wong, I. (2007). A comparison of mathematics classroom teaching in Hong Kong, Macau and Shanghai. Journal of Mathematics Education, 16 (2), 77-81.

Huang, R. & Bao, J. (2006). Towards a model for teacher professional development in china: Introducing keli. Journal of Mathematics Teacher Education.

Huang, R., Chen, Y., Zhao, X. (2005). Evaluating mathematics lessons from a expert perspective,Journal of Mathematics Education, 14(1),52-56.(in Chinese)

Huang, R. (2004). International mathematics classroom video study’s implication for China mathematics education, Comparative Education Research,3,39-43.(in Chinese)

Huang, R. (2003). Comparison of classroom exercise in Hong Kong and Shanghai: A new interpretation of “practice makes perfect”, Journal of Mathematics Education, 12(2), 42-45. (in Chinese)

Huang, R. & Leung, F.K.S. (2002). How Pythagoras’ Theorem is taught in Czech Republic, Hong Kong and Shanghai: A Case Study. Zentralblatt für Didaktik der Mathematik (International Reviews on Mathematical Education), Vol. 34(6), 268-277.

Chapters or conference papers

Huang, R., & Li, Y. (2012, April). Strategies of making coherent instruction in China: A Case of teaching systems of linear equations. Paper presented at the 2012 AERA Annual Meeting, April 13–17, Vancouver, British Columbia, Canada.

Huang, R., & Li, Y. (2009b, April). Mathematics knowledge for teaching algebra: A case study on linear equations in Mainland China. Paper presented at 2009 annual meeting of American Education Research Association (AERA), San Diego, CA.

Huang, R. (2008, July). Connecting international research and teacher professional development: A personal experience in China. In O.Figueras, J. L., Cortina, S., Alatorre, T., Rojano, & A. Sepulveda (Eds.), Proceedings of the Joint Meeting of PME 32 and PME-NA XXX Volume 1 (pp. 113-114). México: Cinvestav-UMSNH.

Huang, R., & Cai, J. (2008, July). Mathematical tasks implementation in the U.S. and Chinese classrooms. Paper presented at 11th International Congress on Mathematical Education (ICME 11), Monterrey, Mexico

Huang, R., & Li, Y. (2008b, April). What can we learn from U.S. and Chinese classroom instruction in algebra? Paper presented at the research pre-session of 2008 annual conference of National Council of Teachers of Mathematics [NCTM], Salt Lake City, UT.

Huang, R.., Mok, I., & Leung, F.K.S. (2008, March). Constructing algebraic knowledge in Chinese classrooms: A case study of the teaching of systems of linear equations. Paper presented at 2008 annual meeting of American Education Research Association (AERA), New York City.

Huang, R., & Cai, J. (2007, July). Constructing pedagogical representations to teach linear relations in Chinese and U.S. classrooms (Research Report). In J. H., Woo, H. C., Lew, K. S., Park & D. Y., Seo(Eds.), Proceeding of International Group for the 31st Psychology of Mathematics Education Annual Meeting (Vol. 3, pp. 65-72). Seoul, The Republic of Korea.

Huang, R., Mok, I., & Leung, F. K. S. (2007, April). Repetition or variation: Practising in the mathematics classrooms in China. Paper presented at 2007 annual conference the American Educational Research Association, Chicago, USA.

Huang, R.(2005). Verification or proof: Justification of Pythagoras’ theorem in Chinese mathematics classrooms, in H. L. Chick & J. L. Vincent (Eds.). Proceedings of the 29th conference of the international group for the Psychology of Mathematics Education (Volume 3, pp.161- 168). University of Melbourne, Australia, July 10-15, 2005.

Huang?CR. & Leung, F. K.S(2004). Cracking the paradox of the Chinese learners: Looking into the mathematics classrooms in Hong Kong and Shanghai. In L. Fan, N. Y. Wong, J. Cai, &S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp.348-381). Singapore: World Scientific.

Gu L., Huang, R. & Marton, F.(2004). Teaching with variation: An effective way of mathematics teaching in China. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp.309-348). Singapore: World Scientific.

Kong, Q., Zhang, W. & Huang, R. (2003). New mathematics curriculum and mathematics learning. High Educational Press(in Chinese)

Huang, R. (2005?j. Methods of classroom research, in J,. Bao, J. Wong, L. Gu(Eds.), Classroom teaching video-case study and make (pp.47-79). Shanghai Education Press.(in Chinese)


Name: ZHONGDAN HUAN
LPS Team leader for Beijing

Position: Professor, School of Mathematical Sciences
Beijing Normal University

Contact details:
School of Mathematical Sciences
Beijing Normal University
Beijing 100875, China

Phone: +8610 58807735
Fax: +8610 58808202
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Recent and current professional activities:
Zhongdan Huan current is a Professor in the School of Mathematical Sciences at Beijing Normal University. His research interests are partial differential equations, Chinese mathematics teaching pedagogy, mathematics classroom study and mathematics teacher education.

 
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